Lower Cape May Regional High School
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9th Grade World Cultures
Curriculum
This curricula and accompanying instructional materials have been developed to align with the
NJSLS and in accordance with the NJ Department of Education’s guidelines to include: Curriculum
designed to meet grade level expectations, integrated accommodations and modifications for students
with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative,
summative, and alternative assessments, a list of core instructional and supplemental materials, pacing
guide, interdisciplinary connections, integration of 21
st
century skills, integration of technology, and
integration of 21
st
Century Life and Career standards.
About the Standards
In 1996, the New Jersey State Board of Education adopted the state's first set of academic
standards called the Core Curriculum Content Standards. The standards described what students
should know and be able to do upon completion of a thirteen-year public school education. Over
the last twenty years, New Jersey's academic standards have laid the foundation for local district
curricula that is used by teachers in their daily lesson plans.
Revised every five years, the standards provide local school districts with clear and specific
benchmarks for student achievement in nine content areas. Developed and reviewed by panels of
teachers, administrators, parents, students, and representatives from higher education, business,
and the community, the standards are influenced by national standards, research-based practice,
and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in
1875 by the New Jersey Constitution. Currently the standards are designed to prepare our
students for college and careers by emphasizing high-level skills needed for tomorrow's world.
The New Jersey Student Learning Standards include Preschool Teaching and Learning
Standards, as well as nine K-12 standards for the following content areas: 21st Century Life
and Careers, Comprehensive Health and Physical Education, English Language Arts,
Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World
Languages
The most recent review and revision of the standards occurred in 2014. However, the standards
in language arts and math underwent an additional review in 2015 with adoption by the New
Jersey State Board of Education in May 2016.
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Lower Cape May Regional School District Curriculum
Content Area: Social Studies
Course Title: World Cultures
Grade Level: 9
Era 1 - The Emergence of the First Global Age:
Global Interactions and Colonialism
6 weeks
Era 2 - Renaissance, Reformation, Scientific
Revolution, and Enlightenment (1350–1700)
6 weeks
Era 3 - Age of Revolutions: Political and Industrial
Revolutions, Imperialism, Reform and Global
Impact (1750-1914)
6 weeks
Era 4 - Half-Century of Crisis and Achievement:
The Era of the Great Wars
8 weeks
Era 5 - The 20th Century since 1945: Challenges
for the Modern World
6 weeks
Era 6 - Contemporary Issues
4 weeks
Revised: October 2021
Board Approved: 10/28/21
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Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 1 Overview
9th Grade World Cultures
Era 1: The Emergence of the First Global Age: Global Interactions and Colonialism
9th Grade
Unit Summary:
The methods of and motivations for exploration and conquest resulted in increased global
interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was
inspired by the desire to have access to resources and markets, often at the expense of the
indigenous culture, population, and environment.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
21st Century Themes, Skills, and Standards:
1) Creativity and Innovation
● Students attempt to recreate key Renaissance artistic techniques.
2) Critical Thinking and Problem Solving
● Students are forced to create an emergency plan for their mock Renaissance Italian
city-state in case of an outbreak of the Plague.
3) Communication and Collaboration
● Students are asked to find a student from another class and discuss one figure each
from the Renaissance, Reformation, and Age of exploration and then journal about
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their experience.
4) Information Literacy
● Students analyze the writings of Martin Luther from various points in his life to see
the progress of the Protestant Reformation.
5) Media Literacy
● Students use periodicals to compare criticism of new scientific possibilities and
worries to criticism of thinkers during the Scientific Revolution.
6) Financial, Economic, Business, and Entrepreneurial Literacy
● Emphasis placed on the revival of Capitalism as well as the Commercial and Price
Revolutions.
7) Civic Literacy
● Formation of Communes and Republics in Renaissance Italy.
● Rise of Nation States and the New Monarchs(Consolidation of power amongst
monarchs).
8) Health Literacy
● Impact of Eurasian diseases on the civilizations of the Americas during the
Columbian Exchange.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Performance Expectations
Geographic data can be used to
analyze variations in the spatial
patterns.
6.2.12.GeoSV.1.a: Use geographic representations to assess
changes in political boundaries and the impact of European
political and military control in Africa, Asia, and the Americas by
the mid-18th century.
Human settlement activities impact
the environmental and cultural
characteristics of specific places
and regions.
6.2.12.GeoPP.1.a: Determine the role of natural resources, climate,
and topography in European exploration, colonization, and
settlement patterns.
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Global economic activities involve
decisions based on national
interests, the exchange of different
units of exchange, decisions of
public and private institutions, and
the ability to distribute goods and
services safely.
6.2.12.GeoGE.1.a: Compare and contrast the economic policies of
China and Japan, and determine the impact these policies had on
growth, the desire for colonies, and the relative positions of China
and Japan within the emerging global economy.
Economic globalization affects
economic growth, labor markets,
human rights guarantees, the
environment, resource allocation,
income distribution, and culture.
6.2.12.GeoGE.1.b: Trace the movement of essential commodities
(e.g., sugar, cotton) from Asia to Europe to America, and determine
the impact of trade on the New World’s economy and society.
6.2.12.GeoGE.1.c: Assess the role of mercantilism in stimulating
European expansion through trade, conquest, and colonization.
6.2.12.GeoGE.1.d: Determine the effects of increased global trade
and the importation of gold and silver from the New World on
inflation in Europe, Southwest Asia, and Africa.
Historical events and developments
were shaped by the unique
circumstances of time and place as
well as broader historical contexts.
6.2.12.HistoryCC.1.a: Determine the extent to which various
technologies, (e.g., printing, marine compass, cannonry, Arabic
numerals) derived from Europe’s interactions with Islam and Asia
provided the necessary tools for European exploration and
conquest.
6.2.12.HistoryCC.1.b: Analyze various motivations for the Atlantic
slave trade and the impact on Europeans, Africans, and Americans.
6.2.12.HistoryCC.1.c: Explain how the new social stratification
created by voluntary and coerced interactions among Native
Americans, Africans, and Europeans in Spanish colonies laid the
foundation for conflict.
6.2.12.HistoryCC.1.d: Compare slavery practices and other forms
of coerced labor or social
There are multiple and complex
causes and effects of historical
events.
6.2.12.HistoryCC.1.e: Compare and contrast the motivations for
and methods by which various empires (e.g., Ming, Qing, Spanish,
Mughal, Ottoman) expanded, and assess why some were more
effective than others in maintaining control of their empires
Understanding the interrelated
patterns of change by examining
multiple events allows for a clearer
6.2.12.HistoryCC.1.f: Assess the political, social, and economic
impact of the interactions between indigenous peoples and
colonizers over different time periods (e.g., Columbian Exchange,
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understanding of the significance of
individuals and groups.
forced labor, slave trade and slavery practices, spread of disease,
lingering effects on cultures).
6.2.12.HistoryCC.1.g: Assess the impact of economic, political,
and social policies and practices regarding African slaves,
indigenous peoples, and Europeans in the Spanish and Portuguese
colonies.
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 2 Overview
Content Area: 9th Grade World Cultures
Era 2: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350–1700)
9th Grade
Unit Summary:
Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led
to political, economic, and cultural changes that have had a lasting impact.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
21st Themes, Skills, and Standards:
1) Creativity and Innovation
● Students create a movie poster about the achievements of their favorite absolute
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monarch.
2) Critical Thinking and Problem Solving
● Reach the goals of the French Revolution in a non-violent way...is it possible?
3) Communication and Collaboration
● Wiki posting in response to this question: Was the French Revolution inevitable?
4) Information Literacy
● Students compare different accounts of the English conquest of Ireland under
Cromwell.
5) Media Literacy
● Compare rhetoric of the French Revolution to criticism of it from outside sources
such as English media.
6) Life and Career Skills
7) Financial, Economic, Business, and Entrepreneurial Literacy
● Mercantilism, colonialism and their economic consequences.
8) Civic Literacy
● Role of government in a crisis...A review of the French Revolution’s Reign of Terror.
9) Health Literacy
● A critique of Absolutism and centralization of power: The consequence of the
building of the city of St. Petersburg, Russia.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Historical, contemporary, and emerging
processes, rules, laws, and policies are
modified as societies change in an effort
to promote the common good and strive
to protect human rights.
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Demographic shifts and migration
patterns both influence and are impacted
by social, economic, and political
systems.
Economic globalization affects economic
growth, labor markets, rights guarantees,
the environment, resource allocation,
income distribution, and culture.
Historical events and developments were
shaped by the unique circumstances of
time and place as well as broader
historical contexts.
Chronological sequencing serves as a tool
for analyzing past and present events.
Complex interacting factors influence
people’s perspective
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 3 Overview
Content Area: 9th Grade World Cultures
Era 3: Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform and Global
Impact (1750–1914)
9th Grade
Unit Summary:
The Industrial Revolution was a consequence of technological innovation and expanding economic
activity and markets, resulting in massive population movement, urbanization, and the
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development of complex economic systems. Industrialized nations embarked on a competitive race
for global resources and markets, resulting in the establishment of political and economic control
over large regions of the world that had a lasting impact.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
21st Century Themes, Skills, and Standards:
1) Creativity and Innovation
● Create a visual representation to review the major themes associated with one of the
following topics: Industrial Revolution, Nationalism or Imperialism
2) Critical Thinking and Problem Solving
● Hold a simulated Indian National Congress debate of whether or not British
Imperialist rule in India should continue or end.
3) Communication and Collaboration
● With a partner, write a series of letters between siblings who moved from the farm to
different cities looking for work during the Industrial Revolution.
4) Information Literacy
● Compare the different accounts of the Opium Wars from the British and Chinese
perspective.
5) Media Literacy
● In a PowerPoint presentation, compare the influences of Western culture in the non-
Western world in the nineteenth and the late twentieth centuries
6) Life and Career Skills
7) Financial, Economic, Business, and Entrepreneurial Literacy
● Create a poster highlighting the positive and negative aspects of one of the following
19th century economic theories: laissez-faire capitalism, socialism, utilitarianism or
scientific socialism (communism).
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8) Civic Literacy
● Compare the constitutions of the German Republic and Meiji Japan during the late
19th century.
9) Health Literacy
● Analyze the impact of improved sanitation and medical knowledge in combating the
spread of communicable diseases in developed nations.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Performance Expectations
Civic and political institutions address
social and political problems at the local,
state, tribal, national, and/or international
level.
6.2.12.CivicsPI.3.a: Analyze the relationship between
industrialization and the rise of democratic and social
reforms, including the expansion of parliamentary
government.
Civic participation and deliberation are
essential characteristics of individuals
who support democracy and its
principles.
6.2.12.CivicsPD.3.a: Cite evidence describing how and why
various ideals became driving forces for reforms and
revolutions in Latin America and across the world (e.g.,
liberty, popular sovereignty, natural rights, democracy,
nationalism).
Democratic principles concerning
universal human rights, concepts of
equality, and the commitment to human
freedom are commonly expressed in
fundamental documents, values, laws, and
practices.
6.2.12.CivicsDP.3.a: Use a variety of resources from multiple
perspectives to analyze the responses of various governments
to pressure from the people for self-government, reform, and
revolution.
Social and political systems throughout
time have promoted and denied civic
virtues and democratic principles.
6.2.12.CivicsDP.3.b: Use data and evidence to compare and
contrast the struggles for women’s suffrage and workers’
rights in Europe and North America and evaluate the degree
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to which each movement achieved its goals
Understanding the interrelated patterns of
change by examining multiple events
allows for a clearer understanding of the
significance of individuals and groups.
6.2.12.HistoryCC.3.a: Debate if the role of geography or
enlightened ideals had the greater influence on the
independence movements in Latin America.
Global interconnections create complex
spatial patterns at multiple scales that
continue to change over time.
6.2.12.GeoGI.3.a: Use geographic tools and resources to
investigate the changes in political boundaries between 1815
and 1914 and make evidence-based inferences regarding the
impact of imperialism.
Economic globalization affects economic
growth, labor markets, human rights
guarantees, the environment, resource
allocation, income distribution, and
culture.
6.2.12.EconGI.3.a: Analyze the interrelationships between
the "agricultural revolution," population growth,
industrialization, specialization of labor, and patterns of
landholding in 19th century Britain.
6.2.12.EconGI.3.b: Construct a claim based on evidence
regarding the interrelationships between the Industrial
Revolution, nationalism, competition for global markets,
imperialism, and natural resources in different regions of the
world.
6.2.12.EconGI.3.c: Compare the impact of imperialism on
economic development in Africa, Asia, and Latin America
regarding barriers or opportunities for future development
and political independence.
Resources of an area affect what is
produced and opportunities for
employment.
6.2.12.EconET.3.a: Determine how, and the extent to which,
scientific and technological changes, transportation, and new
forms of energy brought about social, economic, and cultural
changes in the world.
Economic ways of thinking are
influenced by economists, economic
theories, and economic laws (e.g., Smith,
Malthus, Ricardo, Marx, Schumpeter,
Keynes, Friedman).
6.2.12.EconET.3.b: Compare the characteristics of
capitalism, socialism, and communism to determine why
each system emerged and its success in leading to economic
growth and stability.
Understanding the interrelated patterns of
change by examining multiple events
allows for a clearer understanding of the
significance of individuals and groups.
6.2.12.HistoryCC.3.b: Explain how industrialization and
urbanization affected class structure, family life, the daily
lives of men, women, and children, and the environment.
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To better understand the historical
perspective, one must consider historical
context.
6.2.12.HistoryUP.3.a: Analyze the extent to which racism
was both a cause and consequence of imperialism and
evaluate the impact of imperialism from multiple
perspectives.
Historical events and developments were
shaped by the unique circumstances of
time and place as well as broader
historical contexts
6.2.12.HistoryCC.3.c: Analyze the impact of the policies of
different European colonizers on indigenous societies and
explain the responses of these societies to imperialistic rule
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 4 Overview
Content Area: 9th Grade World Cultures
Era 4: Half-Century of Crisis and Achievement: The Era of the Great Wars
9th Grade
Unit Summary:
Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic
and military competition among European nations, the Ottoman Empire, and Japan, and led to
World War I. The failure of the Treaty of Versailles, the impact of the global depression, and the
expansionist policies and actions of Axis nations are viewed as major factors that resulted in World
War II. World Wars I and II were "total wars" in which nations mobilized entire populations and
economies and employed new military tactics that resulted in unprecedented death and destruction,
as well as drastic changes in political boundaries. World Wars I and II challenged economic and
political power structures and gave rise to a new balance of power in the world. Economic,
technological, and military power and bureaucracies have been used by nations to deliberately and
systematically destroy ethnic/racial, political, and cultural groups.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
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AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
21st Century Themes, Skills, and Standards:
1) Creativity and Innovation
● Create a visual representation to review the major themes associated with one of the
following topics: Aggression and Appeasement prior to World War II.
2) Critical Thinking and Problem Solving
● In groups, create a peace treaty that merges together the goals of European leaders
(France & Great Britain) and President Wilson’s (United States) at the Paris Peace
Conference after World War I.
3) Communication and Collaboration
● With a partner, write a series of letters between siblings who are fighting on different
fronts of World War II.
4) Information Literacy
● Compare the different accounts of anti-Semitic Nazi persecution from varying
perspectives.
5) Media Literacy
● In a PowerPoint presentation, analyze the impact of Jazz music as a defining feature
of Post-World I culture.
6) Life and Career Skills
7) Financial, Economic, Business, and Entrepreneurial Literacy
● Create a poster highlighting the various governmental reactions to combat the Great
Depression.
8) Civic Literacy
● Trace the development of International Law & Justice by creating an interactive
timeline from 1900 to 1950.
9) Health Literacy
● Analyze and rank the top 5 medical advancements of this era and their impact on the
modern world.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
Lower Cape May Regional High School
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order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Performance Expectations
Civic and political
institutions address
social and political
problems at the local,
state, tribal, national,
and/or international
level.
6.2.12.CivicsPI.4.a: Compare and contrast socialism, communism, fascism,
and liberal democracy, analyze the extent to which they promote and protect
civil, political, social and economic rights for people, and explain the reasons
for their growth or decline around the world.
Governments around the
world support universal
human rights to varying
degrees.
6.2.12.CivicsHR.4.a: Analyze the motivations, causes, and consequences of
the genocides of Armenians, Ukrainians, [Chinese, the Nazi] Jews in the
Holocaust and assess the responses by individuals, groups, and governments
and analyze large-scale atrocities including 20th century massacres in China.
6.2.12.CivicsPI.4.b: Assess government responses to incidents of ethnic
cleansing and genocide.
Geographic data can be
used to analyze spatial
patterns.
6.2.12.GeoSP.4.a: Use geographic representations to compare the changes in
political boundaries in Europe pre- and post-WWI.
6.2.12.GeoSP.4.b: Determine how geography impacted military strategies and
major turning points during World War II.
Global interconnections
create complex spatial
patterns at multiple
scales that continue to
change over time.
6.2.12.GeoGI.4.a: Use evidence to explain how the fall of the Ottoman Empire
and the rise of regional powers led to the creation of new nations in the Middle
East.
Governments affect both
public and private
markets through
regulation, taxation,
budget allocations,
subsidies, tariffs, price
regulation, and policies
that increase or reduce
production possibilities
6.2.12.EconEM.4.a: Analyze government responses to the Great Depression
and their consequences, including the growth of fascist, socialist, and
communist movements and the effects on capitalist economic theory and
practice..
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There are multiple and
complex causes and
effects of historical
events.
6.2.12.HistoryCC.4.a: Analyze the extent to which nationalism, industrialism,
territorial disputes, imperialism, militarism, and alliances led to World War I.
6.2.12.HistoryCC.4.b: Assess the short- and long-term demographic, social,
economic, and environmental consequences of the violence and destruction of
the two World Wars.
6.2.12.HistoryCC.4.c: Analyze the extent to which the legacy of World War I,
the global depression, ethnic and ideological conflicts, imperialism, and
traditional political or economic rivalries caused World War II.
Understanding the
interrelated patterns of
change by examining
multiple events allows
for a clearer
understanding of the
significance of
individuals and groups.
6.2.12.HistoryCC.4.d: Assess the extent to which world war, depression,
nationalist ideology, communism, and liberal democratic ideals contributed to
the emergence of movements for national self-rule or sovereignty in Africa
and Asia.
6.2.12.HistoryCC.4.e: Explain the role of [colonial] colonized and indigenous
peoples in the war efforts of the Allies and the Central/Axis Powers in both
World Wars.
Historical events and
developments were
shaped by the unique
circumstances of time
and place as well as
broader historical
contexts.
6.2.12.HistoryCC.4.f: Analyze how the social, economic, and political roles of
women in western countries were transformed during this time period and
explore the reasons why this transformation did not occur outside of the
western world.
6.2.12.HistoryCC.4.g: Use a variety of resources from different perspectives to
analyze the role of racial bias, nationalism, and propaganda in mobilizing
civilian populations in support of “total war.”
6.2.12.HistoryCC.4.h: Compare and contrast World Wars I and II in terms of
technological innovations (i.e., industrial production, scientific research, war
tactics) and social impact (i.e., national mobilization, loss of life, and
destruction of property).
To better understand the
historical perspective,
one must consider
historical context.
6.2.12.HistoryUP.4.a: Analyze the impact of the Treaty of Versailles and the
League of Nations from the perspectives of different nations.
Complex interacting
factors influence
people’s perspective
6.2.12.HistoryUP.4.b: Report on the influence of war, economic depression,
and genocide on the arts, cultural values, and social ideas.
6.2.12.HistoryUP.4.c: Compare and contrast the actions of individuals as
perpetrators, bystanders, and rescuers during events of persecution or
genocide, and describe the long-term consequences of genocide for all
involved.
Evidence from multiple
relevant historical
6.2.12.HistoryCA.4.a: Generate an evidence-based argument to explain the
rise of nationalism in China, Turkey, and India.
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sources and
interpretations can be
applied to a reasoned
argument about the past.
6.2.12.HistoryCA.4.b: Assess the causes of revolution in the 20th century (i.e.,
Russia, China, India, and Cuba), and determine the impact on global politics.
6.2.12.HistoryCA.4.c: Evaluate how the Allied countries responded to the
expansionist actions of Germany, Italy, and Japan.
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 5 Overview
Content Area: 9th Grade World Cultures
Era 5: The 20th Century Since 1945: Challenges for the Modern World
9th Grade
Unit Summary:
Decolonization, the emergence of new independent nations, and competing ideologies changed the
political landscape and national identities of those involved, and sometimes included military
confrontations and violations of human rights. International migration and scientific and
technological improvements in the second half of the 20th century resulted in an increasingly global
economy and society that are challenged by limited natural resources.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
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21st Century Themes, Skills, and Standards:
1) Creativity and Innovation
● Listen to Billy Joel’s “We Didn’t Start the Fire” (Cold War Themes) and create your
own song for the post-Cold War world.
2) Critical Thinking and Problem Solving
● Hold a simulated UN Assembly meeting to curb the proliferation of nuclear materials
in a post 9/11 era.
3) Communication and Collaboration
● Hold a videoconference with the class and another class (from a foreign country) to
discuss some current and relevant international issue.
4) Information Literacy
● Research articles investigating the main issues surrounding the Arab/Israeli conflict.
5) Media Literacy
● In a PowerPoint presentation, compare the influences of Western culture in the non-
Western world in the nineteenth and the late twentieth centuries.
6) Life and Career Skills
7) Financial, Economic, Business, and Entrepreneurial Literacy
● Research and analyze the current global impact of the economic crisis of 2008.
8) Civic Literacy
● Compare the UN’s Universal Declaration of Human Rights with other important
historical documents that emphasize the rights of citizens and restraints on the power
of the state.
9) Health Literacy
● Research and present on the issues surrounding the International community’s
response to the AIDS Epidemic in Africa.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Performance Expectations
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Civic and political
institutions address
social and political
problems at the local,
state, tribal, national,
and/or international
level
6.2.12.CivicsPI.5.a: Analyze the structure and goals of the United Nations and
evaluate the organization’s ability to protect human rights, to mediate
conflicts, and ensure peace.
Governments around the
world support universal
human rights to varying
degrees
6.2.12.CivicsHR.5.a: Assess the progress of human and civil rights protections
around the world since the adoption of the Universal Declaration of Human
Rights
Understanding the
interrelated patterns of
change by examining
multiple events allows
for a clearer
understanding of the
significance of
individuals and groups
6.2.12.HistoryCC.5.a: Explain how World War II led to aspirations for self-
determination and compare and contrast the methods used by African and
Asian countries to achieve independence.
Demographic shifts and
migration patterns both
influence and are
impacted by social,
economic, and political
systems.
6.2.12.GeoPP.5.a: Use a variety of sources to explain the impact of migration
on the way of life in the country of origin and the new country (e.g., social,
economic, political structures). advances impacts the quality of life in different
countries.
Geographic data helps to
analyze variations in
spatial patterns
6.2.12.GeoSV.5.a: Use geographic data to interpret the factors of post-
independence struggles in South Asia (e.g., the struggle over the partitioning
of the subcontinent into India and Pakistan, as well as later tensions over
Kashmir).
Global interconnections
create complex spatial
patterns at multiple
scales that continue to
change over time.
6.2.12.GeoGI.5.a: Use maps and primary sources to evaluate the impact of
geography and economics on the decisions made by the Soviet Union and the
United States to expand and protect their spheres of influence.
Economic ways of
thinking are influenced
by economists,
economic theories, and
6.2.12.EconET.5.a: Compare and contrast free market capitalism and Western
European democratic socialism with Soviet communism.
6.2.12.EconET.5.b: Articulate a point of view which assesses the reasons for
and consequences of the growth of communism and shift toward a market
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economic laws (e.g.,
Smith, Malthus,
Ricardo, Marx,
Schumpeter, Keynes,
Friedman, [etc.]).
economy in China.
Economic globalization
affects economic
growth, labor markets,
[rights of citizens]
human rights
guarantees, the
environment, resource
allocation, income
distribution, and culture.
6.2.12.EconGE.5.a: Evaluate the role of the petroleum industry in world
politics, the global economy, and the environment.
Chronological
sequencing serves as a
tool for analyzing past
and present events.
6.2.12.HistoryCC.5.a: Analyze the reasons for the Cold War and the collapse
of the Soviet Union and evaluate the impact of these events on changing
national boundaries in Eastern Europe and Asia.
Historical events and
developments were
shaped by the unique
circumstances of time
and place as well as
broader historical
context
6.2.12.HistoryCC.5.b: Cite evidence describing the role of boundary disputes
and limited natural resources as sources of conflict.
6.2.12.HistoryCC.5.c: Relate the lingering effects of colonialism to the efforts
of Latin American, African, and Asian nations to build stable economies and
national identities.
6.2.12.HistoryCC.5.d: Assess the influence of television, the Internet, and
other forms of electronic communication on the creation and diffusion of
cultural and political information worldwide.
There are multiple and
complex causes and
effects of events from
the past.
6.2.12.HistoryCC.5.e: Explain how and why differences in ideologies and
policies between the United States and the USSR resulted in a cold war, the
formation of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic
military clashes (e.g., Korean War, Middle East).
Understanding the
interrelated patterns of
change by examining
multiple events allows
for a clearer
understanding of the
significance of
individuals and groups
6.2.12.HistoryCC.5.f: Assess the impact of Gandhi’s methods of civil
disobedience and passive resistance in India and determine how his methods
were later used by people from other countries. •
6.2.12.HistoryCC.5.g: Analyze how feminist movements and social conditions
have affected the lives of women in different parts of the world, and evaluate
women’s progress toward social equality, economic equality, and political
equality in various countries.
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Evidence from multiple
relevant historical
sources and
interpretations can be
used to develop a
reasoned argument
about the past.
6.2.12.HistoryCC.5.h: Assess the impact of the international arms race, the
space race, and nuclear proliferation on international politics from multiple
perspectives.
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Era 6 Overview
Content Area: 9th Grade World Cultures
Era 6: Contemporary Issues
9th Grade
Unit Summary:
Technological innovation, economic interdependence, changes in population growth, migratory
patterns, and the development, distribution, and use of natural resources offer challenges and
opportunities that transcend regional and national borders.
Interdisciplinary Connections:
New Jersey Student Learning Standards
English Language Arts/Literacy
RH.9-10.2 WHST.9-10.7 WHST.9-10.2
RH.9-10.3 WHST.9-10.8
RH.9-10.9 WHST.9-10.1
Visual and Performing Arts
AR.9-12.1.1.12
AR.9-12.1.2.12
Science
SCI.9-12.5.1.12.A.3
SCI.9-12.5.1.12.B.c
21st Century Themes, Skills, and Standards:
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2) Creativity and Innovation
● Listen to Billy Joel’s “We Didn’t Start the Fire” (Cold War Themes) and create your
own song for the post-Cold War world.
2) Critical Thinking and Problem Solving
● Hold a simulated UN Assembly meeting to curb the proliferation of nuclear
materials in a post 9/11 era.
3) Communication and Collaboration
● Hold a videoconference with the class and another class (from a foreign country) to
discuss some current and relevant international issue.
4) Information Literacy
● Research articles investigating the main issues surrounding the Arab/Israeli conflict.
5) Media Literacy
● In a PowerPoint presentation, compare the influences of Western culture in the non-
Western world in the nineteenth and the late twentieth centuries.
6) Life and Career Skills
7) Financial, Economic, Business, and Entrepreneurial Literacy
● Research and analyze the current global impact of the economic crisis of 2008.
8) Civic Literacy
● Compare the UN’s Universal Declaration of Human Rights with other important
historical documents that emphasize the rights of citizens and restraints on the
power of the state.
9) Health Literacy
● Research and present on the issues surrounding the International community’s
response to the AIDS Epidemic in Africa.
Technology Integrations:
● Google Chromebooks/Google Classroom
● PowerPoint Presentations
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Learning Targets
Core Idea
Performance Expectations
Constitutions, laws,
treaties, and
6.2.12.CivicsPI.6.a: Use historic case studies or a current event to assess the
effectiveness of multinational organizations in attempting to solve global
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international
agreements seek to
maintain order at the
national, regional, and
international [order]
levels of governance
issues.
Governments around
the world support
universal human rights
to varying degrees.
6.2.12.CivicsHR.6.a: Evaluate the effectiveness of responses by governments
and international organizations to tensions resulting from ethnic, territorial,
religious, and/or nationalist differences
Human and civil rights
support the worth and
dignity of the
individual.
6.2.12.CivicsHR.6.b: Make an evidence-based argument on the tensions
between national sovereignty and global priorities regarding economic
development and environmental sustainability and its impact on human rights.
Demographic shifts and
migration patterns both
influence and are
impacted by social,
economic, and political
systems.
6.2.12.GeoPP.6.a: Make evidence-based inferences to determine the global
impact of increased population growth, migration, and changes in urban-rural
populations on natural resources and land use.
Global economic
activities involve
decisions based on
national interests, the
exchange of different
units of exchange,
decisions of public and
private institutions, and
the ability to distribute
goods and services
safely.
6.2.12.EconGE.6.a: Evaluate efforts of governmental, non-governmental, and
international organizations to address economic imbalances, social
inequalities, climate change, health and/or illiteracy. • 6.2.12.EconGE.6.b:
Assess the role government monetary policies, central banks, international
investment, and exchange rates play in maintaining stable regional and global
economies.
Economic globalization
affects economic
growth, labor markets,
[rights of citizens]
human rights
guarantees, the
environment, resource
allocation, income
6.2.12.EconGE.6.c: Relate the rise of the Internet and social media to global
economy.
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distribution, and culture
Understanding the
interrelated patterns of
change by examining
multiple events allows
for a clearer
understanding of the
significance of
individuals and groups.
6.2.12.HistoryCC.6.a: Evaluate the impact of terrorist movements on
governments, individuals and societies.
Lower Cape May Regional School District 9th Grade World Cultures Curriculum
Evidence of Learning
Specific Formative Assessments Utilized in Daily Lessons:
● Quizlet and Kahoot online tools
● Chalkboard Splash - Numerous students respond to a prompt/question on the whiteboard at
the same time
● Metacognition - At the end of class, have students answer questions similar to… What did
we do today? Why did we do it? What did I learn today? How can I apply it? What
questions do I still have about it?
● Exit Slip - Hand out a short quiz or a few simple questions such as 3 things I learned
today, 2 things I found interesting and 1 questions I still have
● Google Forms - Create an online survey for students to complete. This will get the more
introverted students to provide feedback that otherwise wouldn’t in the classroom setting.
● Cold-Calling - Use a procedure to ask students questions during instruction that is random
and will be sure to include students who do not often volunteer.
● Various other assessments could be used as the discretion of the teacher.
Summative Assessment Utilized throughout Units:
● Quizzes to be done periodically at the discretion of the teacher.
● Unit 1 - The Age of Global Encounters Exam
● Unit 2 - The Age of Revolutionary Change Exam
● Unit 3 - Industrialization and the New Global Age Exam
● Unit 4 - The Era of Great Wars Exam
● Unit 5 - The Modern World Exam
Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students:
● Teacher tutoring
● Peer tutoring
● Cooperative Learning Groups
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● Modified Assignments
● Differentiated Instruction
● Response to Intervention (www.help4teachers.com)
● Follow all IEP and 504 modifications
Teacher Notes:
● As required by the NJ Department of Education, teachers in all content areas will integrate the
21st Century Life and Careers Standards. As the NJDOE indicates, “Providing New Jersey
students with the life and career skills needed to function optimally within this dynamic context is
a critical focus and organizing principle of K-12 public education. New Jersey has both an
obligation to prepare its young people to thrive in this environment, and a vested economic
interest in grooming an engaged citizenry made up of productive members of a global workforce
that rewards innovation, creativity, and adaptation to change.” The links below indicate the CPIs
for grade ranges and need to be addressed throughout the units of study:
Life and Career Standards
● As indicated in the NJSLS, standards and interdisciplinary connections will be integrated
throughout content area curriculum. Links to relevant content standards can be found below:
CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.
Project-based Learning Tasks:
● A debate, speech, social media campaign, or multimedia presentation on a current event or
controversial issue—the more local and personally relevant to students, the better.
● Create a museum exhibit about a historical time, place, person, event, or development.
● A proposal for a monument that explains a historical event or development.
● A simulation of a situation when people in the past, or in the present day, have to solve a
problem, make a decision, or advise a leader.
● Signage, a podcast, a guided tour, a field guide, or an annotated online map about local
history.
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● An action or service learning project to benefit the community
● Additional PBLs may be developed and incorporated at various times throughout the year
at teacher’s discretion.
Vocabulary:
● In-text vocabulary should be incorporated into every unit. Word journals, vocabulary walls,
and/or various other activities should be utilized by the instructor to teach vocabulary.
The Research Process:
● The research process must be integrated within each course curriculum. Student will be provided
with opportunities to investigate issues from thematic units of study. As the NJSLS indicate,
students will develop proficiency with MLA or APA format as applicable.
Technology:
● Students must engage in technology applications integrated throughout the curriculum.
Applicable technology utilized in this curricula are included below:
● Google Chromebooks/Google Classroom
● Google Forms
● Google Slides
● Virtual Journals
● Historical Webquests
● Google Earth
● Google Documents
● All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge.
Resources:
● Ancillary resources and materials used to deliver instruction are included below:
The DBQ Project: What was the Most Important Consequence of the Printing Press?
Martin Luther’s Ninety-Five Theses: http://www.historyguide.org
Thomas Jefferson: The Declaration of Independence
The United States Bill of Rights
John Locke: Two Treatises of Government (H)
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Magna Carta (H)
Petition of Right (H)
Interactive Map of Versailles: http://bienvenue.chateauversailles.fr/en/accueil
Video: History Channel: The French Revolution: https://www.Youtube.com
Video: Lost History: Rediscovering the Taino People http://www.youtube.com
Video: Mankind Story of All of Us: Aztecs. History Channel, 2012.
Bartolome De Las Casas In Defense of the Indians. Northern Illinois University Press, 1992. (H)
Alfred W. Crosby, Jr. The Columbian Exchange. Praeger Publishers, 2003. (H)
“The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record,” University of
Virginia, 2015. http://www.slaveryimages.org
Simon Bolivar: The Proclamation of 1813 (H)
History Alive- Industrialization Unit - Various simulation games, PowerPoints, and primary and
secondary source readings and assessments
Simulation Game: The Urban Game. Teacher narrative and collaborative posters on the process of
urbanization
Sir Edwin Chadwick. Inquiry into the Condition of the Poor (1842) (H)
History Alive - Imperialism Unit Includes simulation game, group work using primary source
images, and lecture materials
Rudyard Kipling. The White Man’s Burden. (1899) Colonization and Independence in Africa (4
case studies), The Choices Program, Brown University, 2014. (H)
DBQ: African Actions and Reactions to Scramble for Africa:
http://apcentral.collegeboard.com/apc/public/repository/ap09_f rq_world_history.pdf
Modern History Sourcebook: Commissioner Lin: “Letter to Queen Victoria,” 1839.
https://sourcebooks.fordham.edu/mod/1839lin2.asp
DBQ: Letters From U.S. President Millard Fillmore And U.S. Navy Commodore Matthew C.
Perry To The Emperor Of Japan (1852-1853), Asia for Educators, Columbia University.
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http://afe.easia.columbia.edu/ps/japan/fillmore_perry_letters.p df
“Great Powers Game”: Lead up to WWI. http://www.esuhsd.org/documents/A%20-
%20Update%202012/Students%20- %20Parents/Instruction/Curriculum/Simulations_Games.pdf
The DBQ Project: “What Were the Underlying Causes of World War I?”
Woodrow Wilson. The Fourteen Points (1918) (H)
World War II Posters: http://www.loc.gov
Website: http://www.bbc.co.uk./history/worldwars/ This website contains resources on World
War II and World War II and the Nazi Genocide
NATO Treaty http://avalon.law.yale.edu/ (H)
Warsaw Pact http://avalon.law.yale.edu (H)
Website: The Cold War Files http://legacy.wilsoncenter.org
Nonproliferation Treaty of 1968 http://www.historywiz.com/primarysources/nonproliferation.
html
Webquest: Communism and Containment http://score.rims.k12.ca.us/activity/communism/
American Experience: Race for the Superbomb http://www.pbs.org
Vietnam Online: http://www.pbs.org
The United Nations, http://www.un.org
New York Times Room for Debate, https://www.nytimes.com/roomfordebate
BBC Country Profiles: http://news.bbc.co.uk/1/hi/country_profiles/default.stm
CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/
Human Rights Watch, https://www.hrw.org Human Rights Campaign, www.hrc.org
Differentiation Strategies
Differentiation strategies can require varied amounts of preparation time. High-prep strategies often
require a teacher to both create multiple pathways to process information/demonstrate learning and to
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assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In
contrast, low-prep strategies might require a teacher to strategically create process and product choices for
students, but students are allowed to choose which option to pursue given their learning profile or
readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words),
so there are fewer details to consider. Most teachers find that integration of one to two new low-prep
strategies and one high-prep strategy each quarter is a reasonable goal.
Low Prep Strategies (add to list as needed)
Varied journal prompts,
spelling or vocabulary lists
Students are given a choice of different journal prompts, spelling
lists or vocabulary lists depending on level of proficiency/assessment
results.
Anchor activities
Anchor activities provide meaningful options for students when they
are not actively engaged in classroom activities (e.g., when they
finish early, are waiting for further directions, are stumped, first
enter class, or when the teacher is working with other students).
Anchors should be directly related to the current learning goals.
Choices of books
Different textbooks or novels (often at different levels) that students
are allowed to choose from for content study or for literature circles.
Choices of review activities
Different review or extension activities are made available to
students during a specific section of the class (such as at the
beginning or end of the period).
Homework options
Students are provided with choices about the assignments they
complete as homework. Or, students are directed to specific
homework based on student needs.
Student-teacher goal setting
The teacher and student work together to develop individual learning
goals for the student.
Flexible grouping
Students might be instructed as a whole group, in small groups of
various permutations (homogeneous or heterogeneous by skill or
interest), in pairs or individual. Any small groups or pairs change
over time based on assessment data.
Varied computer programs
The computer is used as an additional center in the classroom, and
students are directed to specific websites or software that allows
them to work on skills at their level.
Multiple Intelligence or
Students select activities or are assigned an activity that is designed
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Learning Style options
for learning a specific area of content through their strong
intelligence (verbal-linguistic, interpersonal, musical, etc.)
Varying scaffolding of same
organizer
Provide graphic organizers that require students to complete various
amounts of information. Some will be more filled out (by the
teacher) than others.
Think-Pair-Share by readiness,
interest, and/or learning profile
Students are placed in predetermined pairs, asked to think about a
question for a specific amount of time, then are asked to share their
answers first with their partner and then with the whole group.
Mini workshops to re-teach or
extend skills
A short, specific lesson with a student or group of students that
focuses on one area of interest or reinforcement of a specific skill.
Orbitals
Students conduct independent investigations generally lasting 3-6
weeks. The investigations “orbit” or revolve around some facet of
the curriculum.
Games to practice mastery of
information and skill
Use games as a way to review and reinforce concepts. Include
questions and tasks that are on a variety of cognitive levels.
Multiple levels of questions
Teachers vary the sorts of questions posed to different students based
on their ability to handle them. Varying questions is an excellent
way to build the confidence (and motivation) of students who are
reluctant to contribute to class discourse. Note: Most teachers
would probably admit that without even thinking about it they tend
to address particular types of questions to particular students. In
some cases, such tendencies may need to be corrected. (For
example, a teacher may be unknowingly addressing all of the more
challenging questions to one student, thereby inhibiting other
students’ learning and fostering class resentment of that student.)
High Prep Strategies (add to list as needed)
Cubing
Designed to help students think about a topic or idea from many
different angles or perspectives. The tasks are placed on the six sides
of a cube and use commands that help support thinking (justify,
describe, evaluate, connect, etc.). The students complete the task on
the side that ends face up, either independently or in homogenous
groups.
Tiered assignment/ product
The content and objective are the same, but the process and/or the
products that students must create to demonstrate mastery are varied
Lower Cape May Regional High School
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according to the students’ readiness level.
Independent studies
Students choose a topic of interest that they are curious about and
wants to discover new information on. Research is done from
questions developed by the student and/or teacher. The researcher
produces a product to share learning with classmates.
4MAT
Teachers plan instruction for each of four learning preferences over
the course of several days on a given topic. Some lessons focus on
mastery, some on understanding, some on personal involvement, and
some on synthesis. Each learner has a chance to approach the topic
through preferred modes and to strengthen weaker areas
Jigsaw
Students are grouped based on their reading proficiency and each
group is given an appropriate text on a specific aspect of a topic (the
economic, political and social impact of the Civil War, for example).
Students later get into heterogeneous groups to share their findings
with their peers, who have read about different areas of study from
source texts on their own reading levels. The jigsaw technique
allows you to tackle the same subject with all of your students while
discreetly providing them the different tools they need to get there.
Multiple texts
The teacher obtains or creates a variety of texts at different reading
levels to assign strategically to students.
Alternative assessments
After completing a learning experience via the same content or
process, the student may have a choice of products to show what has
been learned. This differentiation creates possibilities for students
who excel in different modalities over others (verbal versus visual).
Modified Assessments
Assessments can be modified in a variety of ways – for example by
formatting the document differently (e.g. more space between
questions) or by using different types of questions (matching vs.
open ended) or by asking only the truly essential questions.
Learning contracts or Personal
Agendas
A contract is a negotiated agreement between teacher and student
that may have a mix of requirements and choice based on skills and
understandings considered important by the teacher. A personal
agenda could be quite similar, as it would list the tasks the teacher
wants each student to accomplish in a given day/lesson/unit. Both
Learning contracts and personal agendas will likely vary between
students within a classroom.
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Compacting
This strategy begins with a student assessment to determine level of
knowledge or skill already attained (i.e. pretest). Students who
demonstrate proficiency before the unit even begins are given the
opportunity to work at a higher level (either independently or in a
group).
Literature circles
Flexible grouping of students who engage in different studies of a
piece of literature. Groups can be heterogeneous and homogeneous.
Learning Centers
A station (or simply a collection of materials) that students might use
independently to explore topics or practice skills. Centers allow
individual or groups of students to work at their own pace. Students
are constantly reassessed to determine which centers are appropriate
for students at a particular time, and to plan activities at those centers
to build the most pressing skills.
Tic-Tac-Toe Choice Board
(sometimes called “Think-Tac-
Toe”
The tic-tac-toe choice board is a strategy that enables students to
choose multiple tasks to practice a skill, or demonstrate and extend
understanding of a process or concept. From the board, students
choose (or teacher assigns) three adjacent or diagonal. To design a
tic-tac-toe board: - Identify the outcomes and instructional focus -
Design 9 different tasks - Use assessment data to determine student
levels - Arrange the tasks on a tic-tac-toe board either randomly, in
rows according to level of difficulty, or you may want to select one
critical task to place in the center of the board for all students to
complete.
Board of Education Approved Text(s)
●